Korea Business Review

Korea Business Review

Edited by: Hyoung-Goo Kang Print ISSN: 2951-3596 Online ISSN: 2951-360X © THE KOREAN ACADEMIC SOCIETY OF BUSINESS ADMINISTRATION. Frequency: Quarterly (four times per year): February 28, May 31, August 31, and November 30
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Latest Issue Vol. 60, No. 5 2025

Article Info

Pedagogical Content Knowledge in Korean Language Education: Confusions, Issues, and a Tentative Solution

Kim, Jong Yun

공주대학교

Korea Business Review 49Vol. 4No. pp.139-165 (2014)

DOI: 10.20880/kler.2014.49.4.139

Abstract

This review revolves around pedagogical content knowledge (PCK) from Shulman’s periods and contemporary contexts. Despite growing interest in PCK in Korean literacy education, there are still unresolved issues and confusion around the concept. As problematizing this concern, this paper aims to provide a tentative solution for the issues. The PCK is a still useful framework that educational researchers and practitioner prefer to use because it overcomes the traditional dual professional systems: separate in-service teaching tracks of content and pedagogy. It also has scientific evidence that teachers with PCK are better for teaching roles than teachers without PCK. Nevertheless, PCK does not stand without issues and critiques. First, there are issues of PCK concept per se. PCK is an elusive concept so that educational researchers provide a variety of interpretations. Since it was proposed nearly 30 years ago, the idea of PCK did not reflect the new perspective of learning and instructions: teachers’ assessment, metacognition, and professional determination were missed in the original concept. Second, the characteristics of Korean language education make difficult to conceptualize PCK in the domain of language use. By emphasizing the knowledge transformation, adaptation, and reflection phases, a new model of PCK is proposed as a tentative solution to these issues. This model can capture dynamic, contextualized, interactive nature of teacher knowledge in the Korean language education.

Keywords

pedagogical content knowledge (PCK)professional developmentKorean literacy educationteacher education

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